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Suicide is primarily conceptualised as an event with causes relating to individual lives. However, we argue that it is impor tant not to lose sight of the fact that not all causes of suicide are related simply to individual action and circumstances. Clear evidence exists for some risk factors for suicide being visable at the population level or related to membership of various social groups. Strategies to prevent suicide, therefore, ought to focus on such causes (eg. injustice, discrimination, mental illness in general), not just on causes relating to individuals. In turn, this means that suicide prevention should not merely focus on trying to reduce access to the means of suicide by individuals (eg. shotguns in rural areas, pesticides in India, means of strangulation in prisons etc) but should expand to include such things as socio‐economic determinants and other population influences on mental health. We argue that suicide ought to be thought of as being, in an impor tant sense, a public health problem, and that the resources of public health ethics are one impor tant element in seeking to address this impor tant issue.

Although educators would likely agree that values and ethics are important in all disciplines, they have particular importance for practice-oriented fields. These applied professionals need to solve complex social problems that require the application of ethical standards and value perspectives. While the importance of value-engaged practice is known to the applied field, there is little research and conversation about how values can be integrated into teaching. This chapter synthesizes values-education approaches in various practice-based disciplines such as public administration (PA), program evaluation, social work, and public health. This chapter draws from empirical and theoretical works as well as the authors' experiences developing, participating in, and conducting values-based research on professionals and professional education.

In April 1988, the National Reference Center for Bioethics Literature (NRC) (see sidebar) published “AIDS: Law, Ethics and Public Policy.” As part of the NRC's Scope Note Series, the paper offered a current overview of issues and viewpoints related to AIDS and ethics. Not meant to be a comprehensive review of all AIDS literature, it contained selected citations referring to facts, opinion, and legal precedents, as well as a discussion of different ethical aspects surrounding AIDS. Updating the earlier work, this bibliography provides ethical citations from literature published from 1988 to the present.

Big Data analysis is one of the key challenges to the provision of health care to emerge in the last few years. This challenge has been spearheaded by the huge interest in the “4Ps” of health care (predictive, preventive, personalized, and participatory). Big Data offers striking development opportunities in health care and life sciences. Healthcare research is already using Big Data to analyze the spatial distribution of diseases such as diabetes mellitus at detailed geographic levels. Big Data is also being used to assess location-specific risk factors based on data of health insurance claims. Other studies in systems medicine utilize bioinformatics approaches to human biology which necessitate Big Data statistical analysis and medical informatics tools. Big Data is also being used to develop electronic algorithms to forecast clinical events in real time, with the intent to improve patient outcomes and thus reduce costs.

Yet, this Big Data era also poses critically difficult ethical challenges, since it is breaking down the traditional divisions between what belongs to public and private domains in health care and health research. Big Data in health care raises complex ethical concerns due to use of huge datasets obtained from different sources for varying reasons. The clinical translation of this Big Data is thus resulting in key ethical and epistemological challenges for those who use these data to generate new knowledge and the clinicians who eventually apply it to improve patient care.

Underlying this challenge is the fact that patient consent often cannot be collected for the use of individuals’ personal data which then forms part of this Big Data. There is also the added dichotomy of healthcare providers which use such Big Data in attempts to reduce healthcare costs, and the negative impact this may have on the individual with respect to privacy issues and potential discrimination.

Big Data thus challenges societal norms of privacy and consent. Many questions are being raised on how these huge masses of data can be managed into valuable information and meaningful knowledge, while still maintaining ethical norms. Maintaining ethical integrity may lack behind in such a fast-changing sphere of knowledge. There is also an urgent need for international cooperation and standards when considering the ethical implications of the use of Big Data-intensive information.

This chapter will consider some of the main ethical aspects of this fast-developing field in the provision of health care, health research, and public health. It will use examples to concretize the discussion, such as the ethical aspects of the applications of Big Data obtained from clinical trials, and the use of Big Data obtained from the increasing popularity of health mobile apps and social media sites.

A Memorandum of Understanding (MoU) was uncovered in January 2017 detailing the sharing of patient data from NHS Digital to the Home Office. It signified a deepening of the hostile environment’s presence in the NHS, and was comprehensively rejected by medical professionals. In November 2018, following extensive action calling for its removal, the MoU was withdrawn. This chapter explores how three factors: the lack of legal basis, wide reaching effects, and ethical conflicts of the MoU led to the success of this action, and aims to apply these lessons to other areas of hostile environment policy. It will be established that ethics proved the most influential factor in inciting the opposition, however, all factors may have been integral to the overall success. It shall be demonstrated that, although the success of this action promises much with regards to charging policy, it may be of limited applicability to other areas of the hostile environment.

This paper examines the contested value of healthy life and wellbeing in a context of severe austerity, exploring how the value of “Public Health” is constructed through and with material-discursive practices and accounting representations. It seeks to explore the political and ethical implications of constructing the valuable through a shared consensus over the “facts” when addressing complex, multi-agency problems with long time horizons and outcomes that are not always easily quantifiable.

The theorisation, drawing on science and technology studies (STS) scholars and Karen Barad's (2007) agential realism, opens up the analysis to the performativity of both material and discursive practices in the period following a major re-organisation of activity. The study investigates two case authorities in England and the national regulator through interviews, observations and documentary analysis.

The paper demonstrates the deeply ethical and political entanglements of accounting representations as objectivity, consensus and collective action are constructed and resisted in practice. It goes on to demonstrate the practical challenges of constructing “alternative accounts” and “intelligent accountabilities” through times of austerity towards a shared sense of public value and suggests austerity measures make such aims both more challenging and all the more essential.

Few studies in the accounting literature have explored the full complexity of valuation practices in non-market settings, particularly in a public sector context; this paper, therefore, extends familiar conceptual vocabulary of STS inspired research to further explore how value(s), ethics and identity all play a crucial role in making things valuable.

The task of this paper is to critique the ethics of an university entrepreneurship curriculum. For what purpose is entrepreneurship curriculum designed? Who decides what is to be included in an entrepreneurship curriculum? Ethics has a plurality and implies moral judgment informed by any individual’s values. In applying entrepreneurship education the rationale and justification of what is offered and why should be clear. The paper provides a synthesis conducted on an extant literature review on the ethics of an entrepreneurship curriculum, entrepreneurship education stakeholders, and stakeholder rights and obligations. An ethics enquiry framework is concluded that entrepreneurship education curriculum designers can apply to surface the assumptions underpinning the curriculum and assist educators to be clear and explicit about the intent and ambitions for an entrepreneurship education curriculum design. While this paper develops a framework, it has yet to be tested. Further research can examine specific sets of stakeholder expectations, variations in obligations among regulatory or institutional settings, explicitly examine the range of effects of an entrepreneurship curriculum, and report the usability and practical relevance of such an evaluative framework. Ethics in entrepreneurship education is under-researched and more particularly the ethics of the entrepreneurship curriculum appears to have rarely been questioned. Entrepreneurship education lays the foundation for the future actions of those who shape and socially structure entrepreneurship. Therefore, as educators, there is a greater responsibility for ensuring that the education provided meets certain expectations of and obligations to various stakeholder groups.

The modern human rights movement, like American bioethics, was born from the devastation of World War II. The multinational trial of the major Nazi war criminals at Nuremberg following World War II was held on the premise that there is a higher law of humanity (derived from natural law rules based on an understanding of the essential nature of humans), and that individuals may be properly tried for violating that law. Universal criminal law includes crimes against humanity, such as murder, genocide, torture, and slavery. Obeying the orders of superiors is no defense: the state cannot shield its agents from prosecution for crimes against humanity.